新目标八年级下unit1 what's the matter with you 短语

Unit 1 What’s the matter?The First Period (Section A 1a-2d)Teaching Aims1. Knowledge Objects(1) Function:①Learn to describe and talk about the health problems and accidents.②Learn to give others some right advice according to their problems.(2)Key Vocabulary: matter, sore, throat, stomachache, foot, neck, stomach, fever, lie, rest, cough, toothache, headache, have a sore back, have a stomachache, have a cold, lie down, see a dentist, get an X-ray, take on e’s temperature, have a fever, have a headache, take breaks, in the same way, go to a doctor (3)Target Language:①What’s the matter? I have a stomachache./ I have a sore back. / I have a cold.②She has a very sore throat.③My head feels very hot.④What should I do?⑤I think you should lie down and rst.(4)Structure:①have a+ the names of the illnes s②should+verb2. Ability ObjectsEnable students to talk about health problems and give advice with the language points.3. Moral Objects(1)Improve the cooperative spirit through pair work and role playing.(2)Students care more about themselves and their family members’ health.Teaching Key Points1. Learn and master the parts of the body, the names of the illness and the expressions of giving advice.2. Learn to talk about health problems by using “What’s the matter? I have a…” and give advice by using “should”.Teaching Difficult Points1. Learn to talk about health problems by using “What’s the matter? I have a…”.2. Learn to give appropriate advice to the certain health problems.Teaching MethodsTask-based language teaching method, the cooperative learning method, and multimedia-assisted teaching and learning method.Teaching AidsThe picture about illness; PPT.Teaching ProceduresStep 1 Warming-up (about 2 minutes)Sing the English song If you’re happy.Step 2 Presentation (about 6 minutes)T: This is really a beautiful song. What can you do if you are happy?Ss: Clap our hands and stamp our feet.T: Yes. Hands and feet are parts of our body; do you know other parts of our body in English?Ss: Eye, head…T: You’re great. Today, let’s learn the names of thee body parts.The teacher touches the parts of the body one by one and says them. While teaching each one, let students touch or show it.Present a picture of Pan Changjiang on the screen. Let students say each part of the body.Work on Section A 1a.Play the game: Touch the parts of your body. Let the whole class touch the parts of their body when teacher say: Touch your…Ask eight students to come to the front and do as the teacher tells them: Touch your…If one does wrong, let him or her go back, the last one who’s in the front is the winner.Step 3 Presentation and Practice (about 8 minutes)The teacher mimes having a stomachache with an action of touching his stomach, and asks, “What’s the matter?”(Write it on the blackboard), then says, “I’m not feeling well, I have a stomachache.”(Students repeat with teacher.)Then show some pictures on the screen and ask students to practice.Have students look at the picture and ask: What can we say to him?Ss: What’s the matter?T: Yes. And what should the boy say?Ss: I have a stomachache.Let students repeat with other pictures about other illness.Ask some students to use gestures to show the illness, and have others to guess.Make a model dialogue. (S1 does an action to express an illness.)T: What’s the matter?Ss: He/ She has a headache.Let students practice other illness.A: What’s the matter?B: He/ She has a headache/ toothache/ a sore back/ a sore throat/ a cold and a cough.Show other pictures, and ask students to talk about health problems of the persons in the pictures inpairs.Step 4 Listen and Say (about 8 minutes)Work on Section A 1b, listen and number the names [1-5].Have students look at the picture and read 1c, and tell students that the girl talked too much yesterday and she has a very sore throat now. Then ask them look at the picture, practice saying other problems. For example: The boy eats too much ice cream and has a stomachache.Have students work in pairs according to 1c and ask some pairs to act out their conversations.Step 5 Presentation (about 5 minutes)Teacher pretends to cough and asks:T: What’s the matter with me?Ss: Do you have a cough/ a sore throat?T: Yes, I have a sore throat. Can you give me some advice? What should I do?Ss: You should drink hot tea with honey/ shouldn’t talk too much/ go to a doctor…(Students can give different advice as they like)Show different pictures to students, have them practice in pairs.S1: What’s the matter with him/ her?S2: Yes, he/ she has a/ an toothache/ fever/ headache…(Teach the new words)What should he/ she do? S2: He/ She should go to see a dentist/ lie down and rest/ drink a lot of water./ see a doctor… He/ She shouldn’t drink cold water/ play basketball…Work in groups, and have students role-play between a doctor and a patient. Ask them to talk about the health problems and give advice in groups.Step 6 Practice (about 7 minutes)Do 2a. Have students listen and number the picture [1-5]in the order they hear. Then check the answer. Play the tape again for the students and let them do 2b by themselves.Have students listen again and match the problems with the advice. Then play it again and check the answers.Do 2c. Pair work. Let students read the conversations in 2c first. Then work in pairs, make a new conversation according to 2a and 2b. For example:A: What’s the matter?B: My back feels terrible.A: Maybe you have headache. You should see a doctor and get an X-ray.B: That’s a good idea.Show more pictures and let students make more conversations.Step 7 Expansion and Extension (about 5 minutes)Role-play the conversation.First, have students to role-play the conversation in 2d in groups and choose the best.In groups, students discuss the language points and solve the problems. The teacher walks around and gives them some help if they need.Work in groups. Have students do a survey in groups about their health problems, then discuss in groups and give some right advice and make a new conversation.Ask each group to report their conversations.Step 8 Summary (about 3 minutes)Ask students to sum up the parts of a body and the names of illness.Help students to sum up how to give advice by using “should” and “shouldn’t”, then ask them to give the right advice about different problems.Step 9 Homework (about 1 minute)Give advice to the following problems as much as possible: sore throat, toothache, headache, cold. Then choose one to make a dialogue with your partner.Search on the internet about more advice of different health problems and accidents.Blackboard DesignUnit 1 What’s the matter?The First Period (Section A 1a-2d)What’s the matter? I have a stomachache/ sore throat/ a cold.She/ He has a very sore throat.My head feels very hot.What should I/he/she do? You should/ shouldn’t…第一课时作业设计一、根据句意、汉语意思和首字母提示完成句子。

What’s the matter?知识点 1.询问及提出建议 2. 情态动词should的用法 3.if引导的条件状语从句教学目标知识：掌握如何询问及提出建议及should的用法，复习if条件句方法：掌握一些询问及提出建议的常用句型，并能灵活运用。

能力：能根据问句给出答语，根据答语推出问句及会活用if条件句。

教学重点会灵活运用should针对建议的询问做出回答及本课的常用句型。

教学难点表给建议的几种句型教学过程一、课堂导入问学生：当你走进教室看某位同学扒在桌上，你走上前去会怎么询问？二、复习预习教师引导学生复习上学期所学的重点知识点，包括：一般现在时、一般过去时、形容词副词的比较级和最高级、情态动词can的用法、重要的动词短语等。

（以提问、回顾的形式进行），针对假期作业进行讲评、订正、答疑，并通过对上学期知识的复习和分析导入本节课所要学习的如何询问及给出建议。

三、本单元在中考中的地位：本单元所讲的主要知识点是如何询问及给出建议，这个话题常出现在中考的补全对话及单选题情景对话中，在补全对话中出现频率极高几乎每隔一年就会出现，所以大家要重视本单元口语的学习。

四、知识讲解知识点1：表示询问及表达疾病的句型1. 【考查点】基本句型：what’s the matter with …? =what’s wrong with …? = what’s up with…? What’ｓthe matter? 怎么了？= What’the matter with you?= What’ｓthe trouble? = What’ｓthe trouble with you?= what’ｓup? = what’ｓup with you? = Is there anything wrong?= Is there anything wrong with you? = What’ｓwrong?= What’ｓwrong with you? = What has happened to you?2. 【考查点】表达疾病I have a sore throat / back .have a (bad) cold (重)感冒have a toothache 牙痛have a fever 发烧have a sore throat 喉咙痛，咽喉痛have a sore back 背痛have a backache have a headache 头痛have a stomachache 胃痛；肚子痛(用bad 表示程度“严重，厉害”）have a（bad）headache 头痛得厉害I have a stomachache 我胃痛= I have got a stomachache= There is something wrong with my stomach. = My stomach hurts. ( hurt vi. 感到疼痛；有坏处；带来痛苦) = I have (got) a pain in my stomach. / I am sick .3. 【考查点】表达感觉的句型How are you feeling now ?I’ｍnot feeling（very）well/ fine/all right.. 我觉得不太舒服=I don’ｔfeel very well. = I’ｍfeeling ill / sick. =I feel terrible / bad.I hope you feel better soon .I feel sore all over . （all over: 到处，遍及；浑身）知识点2：表达建议的句型及should的用法1.【考查点】 you should do …You had better not to do sth.You had better do sth.How about doing sth.?What about sth.?Why not do sth.?I think /believe that you should …．2.【考查点】should的用法Should用法：should + 动词原形，“应该”shouldn’ｔ+ 动词原形，“不应该”1）表示义务或责任；“应该”We should learn from each other. 我们应该互相学习。

Unit 1 What’s the matter?Section A1. have a fever 发烧2. have a cough 咳嗽3. have a toothache 牙疼4. talk too much 说得太多5. drink enough water 喝足够的水6. catch/have a cold 受凉;感冒7. have a stomachache 胃疼8. have a sore back 背疼9. have a sore throat 喉咙痛10. lie down and rest 躺下来休息11. hot tea w ith honey 加蜂蜜的热茶12. see a dentist 看牙医13. get an X-ray 拍X 光片14. take one’ s temperature 量体温15. put some medicine on sth. 在…上面敷药16. feel very hot 感到很热17. sound like 听起来像18. all weekend 整个周末19. in the same way 以同样的方式20. go to a doctor 看医生21. go along 沿着……走22. on the side of the road 在马路边23. shout for help 大声呼救24. without thinking twice 没有多想25. get off 下车26. have a heart problem 有心脏病27. to one’ s surprise 使....... 惊讶的28. thanks to 多亏了；由于29. in time 及时30. save a life 挽救生命.save one’s life 挽救某人的生命save one’s own life 挽救某人自己的生命31. get into trouble 造成麻烦32. right away 立刻；马上33. because of 由于34. get out of 离开;从……出萍35. hurt oneself 受伤36. put a bandage on sth. 用绷带包扎37. fa ll down 摔倒38.away from 远离39. enough 的用法adj/adv做够(的），充分（的）1.)have enough+n.+to do sth 有足够的...去做...2.) adj./adv.enough to do sth= so + adj./adv.+ that从句. 足够..去做某事如此...以至于...He is old enough to join the army.=He is so old thathe can join the army.3.)not adj./adv.enough to do sth=too adj./adv.to dosth不够...去做某事太...而不能...He isn’t old enough to carry the big stone.=He istoo young to carry the big stone.40. see a dentist = go to a dentist看牙医see a doctor = go to a doctor 看医生42. need v 需要◆用于肯定句是实义动词(1) need sth 需要某物(2) 人做主语，sb need to do sth 某人需要做某事◆一般情况用于否定句是情态动词needn’t = don’t have to 没有必要must ,need 引导的疑问句肯定回答用4343. because/because of【记】：跟句子时用because ,加名词短语时用because of【注】：(1) because of +n/ving /代词宾格(用于句中)She’s worried because of her son.1 / 6(2) because conj +从句（引导原因状语从句）He didn’t go to school yesterday because he was ill. (3) because 还可以回答why 引导的句子— Why do you like pandas?— Because they are cute.(4) because 和so 不能一起连用，二者只能用其一。

2017人教新目标版英语八下Unit 1《What’s the matter》（Period 2）教案一. 教材分析人教新目标版英语八下Unit 1《What’s the matter》主要围绕日常生活中的问题展开，旨在让学生学会用英语询问和描述他人的困扰以及提供帮助。

本节课是第二课时，主要学习如何询问具体的问题以及如何回答。

通过本节课的学习，学生能够掌握日常英语口语表达，增强实际沟通能力。

二. 学情分析学生在学习本节课之前已经掌握了基本的日常英语口语表达，并能够用英语进行简单的交流。

但对于如何询问具体的问题以及如何回答仍有一定的困难。

此外，学生对于一些日常生活中的困扰及其表达方式可能较为陌生。

三. 教学目标1.知识目标：–学生能够听懂、说出一系列询问具体问题的句子。

–学生能够正确回答关于他人困扰的问题。

–学生能够运用所学知识描述日常生活中的问题。

2.能力目标：–学生能够在真实情境中运用所学知识进行日常交流。

–学生能够提高听力理解能力和口语表达能力。

3.情感目标：–学生能够关心他人，善于发现生活中的问题，并提供帮助。

–学生能够培养合作精神，共同解决问题。

四. 教学重难点•学生能够掌握一系列询问具体问题的句子。

•学生能够正确回答关于他人困扰的问题。

•学生能够运用所学知识在真实情境中进行日常交流。

•学生能够描述日常生活中的问题。

五. 教学方法1.情境教学法：通过设定生活情境，让学生在实际语境中学习、运用英语。

2.任务型教学法：通过完成小组任务，培养学生合作解决问题的能力。

3.交际式教学法：鼓励学生积极参与课堂互动，提高口语表达能力。

六. 教学准备1.教师准备：–制作课件，包含图片、视频等教学资源。

–准备相关的生活场景，以便进行角色扮演活动。

2.学生准备：–预习本节课的生词和句子。

–准备好参与课堂讨论和角色扮演活动。

七. 教学过程1.导入（5分钟）–教师通过提问方式复习上一节课所学内容，引导学生回顾日常生活中的问题及其表达方式。

Unit 1 What’s the matter？一、词组have a cold 感冒sore back 背痛sore throat 咽喉痛lie down and rest 躺下休息see a dentist 看牙医drink lots of water 多喝水hot tea with honey 加蜂蜜的热茶That’s a good idea 好主意That’s too b ad 太糟糕了I think so 我认为如此get some rest 多休息stressed out 筋疲力尽to eat a balance diet 饮食平衡healthy food 健康食品enjoy sth.=like sth. 喜欢某物enjoy doing sth. =like dong sth 喜欢做某事practice doing sth. 练习做某事mind doing sth. 介意做某事，finish doing sth. 完成某事give up doing sth. 放弃做某事can’t help doing sth. 忍不住做某事keep ding sth. 坚持做某事. practice, mind, finish, give up, can’t help, keep 与enjoy用法基本相似at the moment = now 此刻Host family 东道家庭Conversation practice 会话练习neck and neck 并驾齐驱，齐头并进a healthy lifestyle健康的生活方式traditional Chinese doctors 传统中医a balance of yin and yang 阴阳调和You have too much yin. 你阴气太盛I have no idea = I don’t know 我不知道stay healthy =keep healthy=keep in good health = keep fit保持健康enjoy oneself =have a good/ wonderful time=have fun 玩得高兴，过得愉快I have a stomachache.= I have got a stomachache.= My stomach hurts.=There is something wrong with my stomach.= I have (got) a pain in my stomach. 我胃痛What’s the matter? = What’s the trouble (with you)? = What’s your trouble? = What’s wrong (with you)? =What’ the matter (with you)?=What has happened to you? =Is there anything wrong (with you)?= what’s up? 怎么了？I’m not feeling well. = I’m not feeling fine/all right. = I’m feeling ill/sick.=I feel terr ible/bad.= I don’t feel well. 我觉得不太舒服二、词汇精讲1、lie动词，意为“躺”，过去式和过去分词分别为lay和lain，现在分词为lying。

人教新目标版英语八下Unit 1《What’s the matter》（Period 5）教学设计一. 教材分析《人教新目标版英语八下Unit 1 What’s the matter》（Period 5）主要围绕询问和描述身体状况和情感状态展开。

本节课的主要内容包括学习如何用英语询问别人的身体状况和情感状态，以及如何用英语描述自己的身体状况和情感状态。

教材通过丰富的情景对话和活动，帮助学生巩固和运用所学知识，提高他们的语言运用能力。

二. 学情分析学生在进入本节课之前，已经掌握了基本的日常英语交流用语，能够进行简单的自我介绍和询问他人。

但是对于描述身体状况和情感状态的词汇和表达方式还不够熟练。

因此，在教学过程中，需要关注学生的个体差异，因材施教，引导他们积极参与课堂活动，提高他们的语言运用能力。

三. 教学目标1.能够熟练运用所学词汇和句型询问和描述他人的身体状况和情感状态。

2.能够正确理解和使用情态动词“can”来描述自己的能力。

3.提高学生的英语听说能力和团队协作能力。

4.培养学生的关心他人、互相帮助的良好品质。

四. 教学重难点1.掌握描述身体状况和情感状态的词汇和表达方式。

2.正确使用情态动词“can”来描述自己的能力。

3.在实际情景中运用所学知识进行交流。

五. 教学方法1.情境教学法：通过设置真实的情景，让学生在实际交流中掌握所学知识。

2.交际法：鼓励学生积极参与课堂互动，提高他们的听说能力和团队协作能力。

3.任务型教学法：通过完成各种任务，让学生在实践中运用所学知识。

4.游戏教学法：通过设计有趣的游戏，激发学生的学习兴趣，巩固所学知识。

六. 教学准备1.准备相关的图片、卡片、道具等教学辅助材料。

2.设计好各种教学活动和文化背景知识介绍。

3.准备好多媒体教学设备，如投影仪、电脑等。

七. 教学过程1.导入（5分钟）通过播放一段关于人物情感状态和身体状况的短片，引导学生关注本节课的主题。

教师提问：“Can you guess what’s the matter with the characters in the video?”，让学生发表自己的看法。

Unit1 What ’s the matterPeriod One (Section A:1a-1c )Teaching aims:1.Knowledge aims:1)Ss can use the following words: head , ear, eye, mouth, nose, throat , neck, back, hand, arm, leg, tooth-teeth, foot-feet , matter, have a cold, stomachache, , backache, headache, toothache2)Ss can use the following sentence patterns:What’s the matter? I have a stomach./I have a sore back./I have a cold.He/She has a sore throat.课时安排5课时2.Ability aims: Learn how to talk about health problems3.Emotion aims: Let the Ss know keeping healthy is important Important & difficult points:Learn how to talk about health, use have to talk about health problems Teaching aids: recorder, computerTeaching design:T: When there’s something wrong with your body, are you still happy?Ss: No.T: Look at the picture, is he happy?Ss: No, he isn’t.T: Why?(Help the Ss to answer: He has a stomachache.)2.Present other pictures, talk about health problems of the persons in the pictures.What’s the matter? He/She has a headache/ toothache /a sore back/ a sore throat/a cold and a cough.3. Let the Ss practice in pairs4. T: Suppose there is something wrong with your body, please use gestures to show it .You may say: I have a headache. I have a sore throat.Make a model dialogue with two Ss.T: What’s the matter?S: I have a headache.T: Oh, that’s too bad. I’m sorry to hear that.Let the Ss practice in pairs.Step 4 ChantHead, head, I have a headache. I have a headache,Stomach, stomach, I have a stomachache. I have a stomachache,Ear, ear, I have an earache. I have an earache,Tooth, tooth, I have a toothache. I have a toothache.Back, back, I have a sore back. I have a sore back,Throat, throat, I have a sore throat. I have a sorethroat. 地引出the man who’s not happy because he has a stomachache.为下面引出其他人的种种不适做铺垫。

人教新目标版英语八下Unit 1《What’s the matter》（Section B（第5课时）教学设计一. 教材分析人教新目标版英语八下Unit 1《What’s the matter》主要介绍了日常生活中可能遇到的一些身体状况和心情变化，以及如何用英语进行表达。

本节课主要围绕Section B（第5课时）进行教学，该部分包括一个阅读对话和两个活动任务。

通过学习本节课，学生能够掌握有关身体不适和情绪变化的表达方式，提高日常生活英语应用能力。

二. 学情分析学生在学习本节课之前，已经掌握了基本的日常英语交流能力，能够运用所学英语进行简单的问答。

但部分学生对一些身体不适和情绪变化的表达方式还不够熟悉，需要通过本节课的学习进行巩固和提高。

此外，学生对于如何运用英语进行阅读理解还需加强训练。

三. 教学目标1.知识目标：–掌握有关身体不适和情绪变化的表达方式。

–能够运用所学英语进行阅读理解。

2.能力目标：–提高学生日常生活英语应用能力。

–培养学生阅读理解能力和团队合作能力。

3.情感目标：–培养学生关心他人、乐于助人的品质。

–增强学生自信心，提高学生学习英语的兴趣。

四. 教学重难点•掌握有关身体不适和情绪变化的表达方式。

•能够运用所学英语进行阅读理解。

•正确运用英语表达身体不适和情绪变化。

•提高阅读理解能力，理解对话中的情感变化。

五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习并运用英语。

2.互动式教学法：引导学生参与课堂活动，培养学生主动提问和回答问题的能力。

3.任务型教学法：通过完成任务，提高学生英语应用能力和团队合作能力。

4.阅读理解教学法：通过分析、讨论，提高学生阅读理解能力。

六. 教学准备1.教材：人教新目标版英语八下Unit 1《What’s the matter》。

2.多媒体设备：电脑、投影仪、音响等。

3.教学课件：制作与本节课相关的课件。

4.学习资料：相关身体不适和情绪变化的图片、视频等。

教学过程一课堂导入八年级上册的课文已经全部结束，今天我们就开始八年级下册的课文，我们从第一单元开始。

二、复习预习老师可以先给学生们一些各种不同类型的语法题，让学生们先做，并且请他们来解答，让学生们来讨论，从中发现学生们的盲点。

三知识讲解知识点1：基础知识与重点语法1【基础知识】1. What’ s the matter? 怎么啦？出什么事情了？【解析】matter/ ' mætə(r)) /n.问题；事情What’ s the matter with you?= What’s the trouble with you? = What’ s wrong with you? 你怎么了？【注】：matter 和trouble 为名词，其前可加the 或形容词性物主代词，wrong 是adj. 不能加the 【用法】用于询问某人有什么病或某人遇到什么麻烦、问题其后跟询问对象时，与介词with连用。

即：What’s the matter with sb.? = What’s your trouble? = What’s up? = What happens to sb.?—What’s the ma tter with you ? — I have a bad cold.2. I had a cold.我感冒了。

have a cold=catch a cold=have the flu感冒have a fever 发烧have a cough咳嗽have a stomachache胃疼，肚子疼have a toothache牙疼have a headache头疼3. 身体部位+ache（疼痛）构成新的复合词stomach+ache=stomachache head+ache=headachetooth+ache=toothache back+ache=backache后背痛4. much too+ 形容词，意为太...... ，too much+名词，意为很多，大量。